| Summary: | 碩士 === 慈濟大學 === 教育研究所 === 99 === This study discusses the impact of integrating problem-based learning on the learning achievement and attitudes to mathematics of eighth-grade students. The quasi-experiment of the nonequivalent pretest-posttest designs was adopted and sample was classified into experimental group (23 participants) and control group (21 participants) with treatments of problem-based learning and general lecture learning through a whole semester. Moreover, we used group learning sheet, gained knowledge of assignment notebook, and classroom observation as a data for quality analysis to generate the participants’ feedbacks toward problem-based learning to discuss the changes of learning achievement and attitudes to mathematics of control group.
The conclusions are as follow:
1. The learning achievements of “problem-based learning” and “general lecture learning”
(1) There is a significant difference between the posttest performances of experimental and control groups for the middle and low grade students.
(2) There is no significant difference between the posttest performances of experimental and control groups for the high grade students.
2. The learning attitudes of “problem-based learning” and “general lecture learning”
(1) There is no significant difference among the posttest scores of attitudinal scale of experimental and control groups for any grade students.
(2) There is no significant difference among the posttest scores of attitudinal subscale of experimental and control groups for any grade students.
3. The participants of experimental group admire the teaching ways of
problem-based learning and group discussion.
Finally, based on the literature analysis, findings and conclusions directed to integrating problem-based learning and further research, several suggestions are provided for teaching mathematics.
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